Eighth+Grade+Weekly

Weekly Point Of View...

Teachers in attendance: Date: 10/7/10 Pearman, Goldsborough and Case

Where are you on your long-range plans, pacing, and content standards? We are studying the coming of the Revolution Standards: 8-4.1, 8-4.2, 8-4.3, 8-4.4, 8-4.5

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Concentrating on higher levels of Blooms for example:

Teachers in attendance: 10/14/10 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards? Analyze the events that led to the American Revolution. Significance of events in SC to the Revolutionary effort. Identified and discussed values that came out the American Revolution. Explain how America and Charles Town reacted to the Stamp Act which led to colonial unification against the British.

Analysis of primary sources (Journal entry from Sgt. Jasper, Declaration of Independence)

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Discussed progress of benchmark test and made a judgment on pacing. Most students are performing on the lower level of Blooms. Discussed how to move them to the higher level of Blooms and identified specific activities. See below: Design a cause and effect chart of events between 1765-1774. Create an advertisement for local newspaper to give people reasons to join the Sons of Liberty. Imagine that you are an American colonist and write a letter of protest to the King of England asking him to repeal the stamp act. Another student will respond from the point of view of the monarchy. Discussed Jay's presentation on rigor and thought Jay's definition of rigor is very valuable, taking them outside their comfort zone. Analyzing primary sources. Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 10/22/10 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards?

The Revolution in SC as a civil war. Analyzed the Battle of Sullivan's Island

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day.

Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 11/4/10 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards? Revolution and a New Nation. 8-2.2-8-2.5

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Discussed how to fight the Revolution in a timely manner. Students will need to identify, analyze, evaluate and create while studying the Revolution. Students will identify and create a cartoon on Fort Moultrie, analyze primary documents and evaluate the effectiveness of Banastre Tarleton's tactics. Analyzing primary sources. Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 11/4/10 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards? Revolution and a New Nation. 8-2.2-8-2.5

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Discussed how to fight the Revolution in a timely manner. Students will need to identify, analyze, evaluate and create while studying the Revolution. Students will identify and create a cartoon on Fort Moultrie, analyze primary documents and evaluate the effectiveness of Banastre Tarleton's tactics. Analyzing primary sources. Comments ~ Concerns ~ Needs (resources)

11/11/10 The file did not save

Teachers in attendance: 11/18/10 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards? 8-3 Antebellum years, slavery, cotton, & Sectionalism

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Discussed beginning to teach about Antebellum SC and how cotton gave rise to slavery in the Upcountry and how this would lead to equality in the General Assembly. Discussed showing a movie about Denmark Vesey and incorporating a lesson on movie reviews. This will be on a higher level of Blooms for they will have to analyze and evaluate Denmark Veseys plot and whether the movie is a good source to learn about Antebellum SC and Vesey. Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 12/2/10 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards? 8-3 Antebellum years, slavery, cotton, & Sectionalism

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Discussed teaching about Antebellum SC, how cotton gave rise to slavery in the Upcountry and how this would lead to equality in the General Assembly. Discussed using Prezi to create an acrostic on Eli Whitney and the cotton gin. Discussed using PASS prep books to reinforce content. Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 3/10/11 Pearman, Goldsborough, Case Where are you on your long-range plans, pacing, and content standards? 8-3

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Discussed teaching about Antebellum SC, how cotton gave rise to slavery in the Upcountry and how this would lead to equality in the General Assembly. Discussed using Prezi to create an acrostic on Eli Whitney and the cotton gin. Discussed using PASS prep books to reinforce content. Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: Date: 3/10/11 Pearman, Goldsborough and Case Where are you on your long-range plans, pacing, and content standards? Reconstruction and the Conservatives/Populists Standards: 8-4.1, 8-4.2, 8-4.3, 8-4.4, 8-4.5 Cause and Effect charts/activities End of Reconstruction and the rise of the Bourbons Growth of the Klan Spread of the Populist movement
 * compare and contrast the presidential and congressional reconstruction plan
 * Analyze the sharecropping system. Compare/contrast sharecropping system to slavery.
 * Compare/contrast SC constitutions of 1865 and 1868
 * Cause and effect charts for Radical Republican plan to the end of Reconstruction
 * African Americans in Reconstruction politics: create profiles of African American political figures in SC; including Robert Smalls, Justus Jillson, Jonathan Jasper Wright

Teachers in attendance: Date: 3/17/11 Pearman, Goldsborough and Case Where are you on your long-range plans, pacing, and content standards? Reconstruction and the Conservatives/Populists Standards: 8-4.1, 8-4.2, 8-4.3, 8-4.4, 8-4.5 Cause and Effect charts/activities End of Reconstruction and the rise of the Bourbons Growth of the Klan Spread of the Populist movement Tillman's influence on SC politics Creation of Clemson College Textile industry and Child labor
 * compare and contrast the presidential and congressional reconstruction plan
 * Analyze the sharecropping system. Compare/contrast sharecropping system to slavery.
 * Compare/contrast SC constitutions of 1865 and 1868
 * Cause and effect charts for Radical Republican plan to the end of Reconstruction
 * African Americans in Reconstruction politics: create profiles of African American political figures in SC; including Robert Smalls, Justus Jillson, Jonathan Jasper Wright